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Evaluating the cultural appropriateness of various approaches to interaction intervention is further complicated by the dearth of efficacy information available, as well as by extreme variation among studies with regard to variables such as age at entry, length of intervention, and intensity of services. Research on interaction intervention with dyads in which the infants have developmental disabilities or delays is even more sparse and more diverse. However, it is clear that, given intervention, parents can change the characteristics and affective quality of their interactions with their infants. Further, these changes were often accompanied by concurrent changes in their children's participation and engagement in the interactive situation (McCollum & Hemmeter, 1997). Longer-term influences on children's development as measured by standardized instruments are less clear, although influences on some domains were reported for some interventions with some dyads. Similar but somewhat more consistently positive results have been reported for dyads in which infants have biological risk factors such as prematurity or low birth weight and dyads thought to be at risk due to factors in the parent or environment (Barnard, 1997; Barnard, Morisset, & Spieker, 1993).

Perhaps the most important part of how interventions are delivered is the relationship between interventionist and parent, and the roles taken by each of these individuals within the intervention (Kalmanson & Seligman, 1992). Each of the interaction intervention approaches described above is based on this relationship. However, interventionists and parents both approach the intervention context from the perspective of their own personal and cultural histories. Views of appropriate helping relationships, including the respective roles of interventionist and family, may differ in accord with differing views of the self (Markus & Kitayama, 1991). For instance, the degree to which a parent considers a decision-making or a direct service role appropriate may vary in relation to cultural views of professional expertise and responsibilities. Similarly, the extent to which it is considered appropriate for family members other than parents to be involved in the early intervention process may vary in relation to perceptions of parenting held in different cultures. Important concepts underlying a family-centered approach, currently emphasized in early intervention, may be unfamiliar and uncomfortable to some families based on their views of appropriate roles and responsibilities for themselves and service providers, as well as on their own historical experience with service providers from backgrounds dissimilar to their own (Chen, 1997). The effectiveness of family-centered models of service delivery (Trivette, Dunst & Hamby, 1996) have yet to be validated with families from diverse cultural and socioeconomic backgrounds (Chen, 1997).

Summary for Trainer's Manual: Module III: Learning and Development This trainer's manual covers module III of the Program for Infant/Toddler Caregivers (PITC), a four-module video training course for providers of family and center day care. The manual is intended to be used by module instructors and includes an overview of the PITC and instructions for using the manual and its accompanying videos. The module contains 13 lessons, designed to be covered in one- to two-hour sessions. The first section, "Cognitive Development and Learning," contains lessons on (1) Learning Schemes and Cause and Effect, (2) Tools and Object Permanence, (3) Space and Imitation, (4) Facilitating Learning: The Role of the Caregiver, (5) Caregiver Responsiveness, (6) Setting the Stage for Learning: The Environment, (7) The Ages of Infancy: Young Infants, (8) The Ages of Infancy: Mobile Infants, and (9) The Ages of Infancy: Older Infants. The second section, "Language Development and Communication," contains lessons: (10) Language in the Multicultural Child Care Setting, (11) Language Development in Young Infants, (12) Language Development in Mobile Infants, and (13) Language Development in Older Infants. An outline of the two accompanying videos for this module, and pricing and ordering information for all four PITC modules, are also included.

Summary for Trainer's Manual: Module I: Social-Emotional Growth and Socialization This trainer's manual covers module I of the Program for Infant/Toddler Caregivers (PITC), a four-module video training course for providers of family and center day care. The manual is intended to be used by module instructors and includes an overview of the PITC and instructions for using the manual and its accompanying videos. The module contains 14 lessons, each designed to be covered in a 2-hour session. Titles are as follows: (1) "The Vision"; (2) "Flexible, Fearful, or Feisty"; (3) "Working with Temperament"; (4) "Getting in Tune"; (5) "The Responsive Process"; (6) "Ten Gifts"; (7) "Emotional Development in Infants and Toddlers"; (8) "The Developing Emotional Strengths of Children"; (9) "Fostering Emotional Development: The Caregiver's Role I"; (10) "Fostering Emotional Development: The Caregiver's Role II"; (11) "Socialization and Guidance"; (12)

Summary This guide for early intervention program personnel outlines and describes methods for assisting parents and infants to better communicate with one another. The focus is on helping parents to read their children's cues, to engage in reciprocal interactions, to time interactions according to their babies' cues, and to enjoy interacting with their babies. The methods discussed are designed for early intervention programs serving parents and caregivers of children with disabilities or children who are at risk for developmental delay. The first section of the manual, "Rationale for Intervention Approach", presents both the theoretical rationale and the clinical evidence for taking this particular approach in working with families. It also provides a description of major paradigms currently utilized in the field to observe and evaluate parent-child interactions. The second and major section, "Intervention Framework and Strategies", describes the intervention approach and provides a variety of specific strategies that can be utilized by infant development specialists, working in an early intervention program with infants at risk and their families. The final section of the manual presents several detailed case studies that demonstrate how the intervention approach was implemented with different families. (Contains 35 references.)

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